Film Analysis - The Joy Luck Club - Prajakta Kanegaonkar Essay

Film Analysis - The Joy Luck Club - Prajakta Kanegaonkar - Essay Example Going ahead this becomes a major point of clash between the two generations, none comprehending and understanding other’s view point. For the women in the film ‘The Joy Luck Club’ we see this struggle going on constantly. In this essay based on the film, we are going to analyse this clash of culture as strong as generation gap and how the women in the film try to bridge the gap in the relations with the help of their values and cultures. This film is based on the novel by Amy Tan by the same name. This was completed and released in the year 1993 and received critical as well as mainstream acclaim. This movie and the book is based on the lives of four Chinese women who came to America because of some or the other reason and settled there. They came together and found the club called ‘The Joy Luck Club’ indicating that they would always find joy and happiness wherever they go and would not let circumstances affect them. The story could have happened any where in this world. Howsoever torn we are with the extreme circumstances around us we don’t give up and nor should we. The name of the club in itself is an indicator of the ever going hopeful attitude of the ladies who have formed the club. There are many stories that go on at the same time in the film. Unlike the book the director of the film has to make choices about which character to bring to surface and which one should relegate at the background. Irrespective of a few characters going in the background the weave of the story is not loosened. In fact all these characters contribute to the protagonist’s sketch very beautifully. The purpose of including Jing-Mei in the club is to tell her about her half-sisters in China, whom her mother longed to be reunited with all her life. The seamless flow of the story begins at this point. The story is not about Jing-Mei fulfilling her mother’s last wish. The story narrates the highs and lows of her relationship with h er mother, of broken moments, of tears and joys and most importantly of discovering her mother all over again. The story ends with Jing-Mei meeting her sisters and introducing them the mother they never had. The journey of a relation begins with self-discovery and acceptance of our own self and then the closed ones around us as they are. This journey is portrayed beautifully in the book but is also conveyed with same passion by the actors through their excellent acting and by the powerful media of cinema. The movie impacts the audience as much as the impact caused by the book on the reader. History and traditions are carried forward by the women of the society all around the world. This handing over happens seamlessly through stories, through teachings of pride, memories and is blended beautifully in the upbringing of the children. When we go through the stories of the club members, it becomes increasingly apparent that the cultural gaps between America and China would never be full y reconciled. The question arises when women in the film are trying to blend into a new culture of individualism, freedom of speech and decisions and free thought they are unable to let go of their Chinese ties and traditions. Surprisingly each of them has been a direct or indirect victim of the same ties and tradition. The daughters Jing-Mei, Lena, Waverly and Rose are all American women, because they don’t want to be a part of their Chinese heritage. This is what worries the mothers in the club, while their trying to preserve the Chinese traditions

Week 3 discussion questions and summary Essay Example | Topics and Well Written Essays - 1000 words

Week 3 discussion questions and summary - Essay Example Strategic planning highlights its importance both for domestic and international markets. Although there are some differences between the strategic planning of the two but they are almost the same. The only major difference is that in an international market a business finds tougher competition and a more radical environment. Brand loyalty is less; customers look for better quality at cheaper rates, hence strategic planning for international market needs more research and critical thinking. Strategic planning should vary country to country it is important for a country to alter its strategic planning according to its customers. In the same way different countries should adopt different strategic planning. Another reason for varying strategic planning is the competition that prevails in the international market. Every firm is competing to be the best hence they keep an eye on the strategies of their competitors. Adaptation is an ongoing process that has been observed in the history and is still carrying on. An adaptation is a process in which every new aspect of a thing is taken up in order to peak its performance. Adaptation is applicable in international market in different scenarios for example the hand knitting method was replaced by the knitting machine that was more effective but a little less in quality at that time. The early adapters took the advantage and later a more advance machine updated the quality as well. Well adaptation can have different results depending on the scenario; diminishing returns can result due to adaptation. A perfect example is when the demand of a product is less and an organization adapts to a better technology resulting in excess production that in turn results in diminishing returns. But its not always this way, Adaptation if done with proper planning and strategy will always give positive results. Adaptation is a very important phase in a business and

African Americans health disparities Essay Example for Free

African Americans health disparities Essay In 2010, the death rate for blacks was higher (25. 0 per 100,000) compared with any other racial ethnicity group (3. 0 whites). Blacks represented 49% of all deaths with HIV in 2010. A recent study showed that blacks diagnosed with HIV are less likely than other groups to be linked to care, retained in care, receive antiretroviral treatment and achieve adequate viral suppression. African American Males African American men accounted for 42% of HIV cases diagnosed among men in 2011. A majority (72%) of African American men with HIV contracted the disease by male to male contact while 19% contracted HIV through heterosexual exposure. African American Females Among African American women, high risk heterosexual contact was the most frequently cited mode of transmission, accounting for 89% of cases diagnosed in 2011. More Information: ?HIV/AIDS TOPIC SITE ?HIV/AIDS AND AFRICAN AMERICANS ?HIV/AIDS STATISTICS AND SURVEILLANCE Sexually Transmitted Diseases (STD) Gonorrhea In 2010, 69% of all reported cases of gonorrhea occurred among blacks. The rate of gonorrhea among blacks in 2010 was 432. 5 cases per 100,000 population, which was 18. 7 times the rate among whites (23. 1). This disparity has changed little in recent years. This disparity was larger for black men (22.2 times) than for black women (16. 2 times). Chlamydia In 2010, the overall rate among blacks in the United States was 1,167. 5 cases per 100,000, a 4. 0% increase from the 2009 rate of 1,122. 2 cases per 100,000. The rate of chlamydia among black women was over seven times the rate among white women (1,536. 5 and 205. 1 per 100,000 women, respectively). The chlamydia rate among black men was almost 11 times the rate among white men (761. 8 and 69. 9 cases per 100,000 men, respectively). Syphilis During 2009–2010, the rate of primary and secondary (PS) syphilis among blacks decreased 8. 7% (from 18. 4 to 16. 8 cases per 100,000 population). In 2010, 47. 4% of all cases reported to CDC were among blacks and 31. 0% of all cases were among whites. The overall 2010 rate for blacks was eight times the rate for whites, while the 2009 rate was 9. 2 times the rate for whites. In 2010, the rate of PS syphilis among black men was 7. 1 times the rate among white men; the rate among black women was 21 times the rate among white women. In 2010, the rate of congenital syphilis was 33. 1 cases per 100,000 live births among blacks. Race/ethnicity for cases of congenital syphilis is based on the mother’s race/ethnicity. This rates was 12. 3 times the rate among whites (2. 7 cases per 100,000.live births). More Information: ?STD TOPIC SITE ?STDS AND HEALTH DISPARITIES ?STD SURVEILLANCE REPORT ?STDS IN RACIAL AND ETHNIC MINORITIES Viral Hepatitis Acute Hepatitis A During the past 10 years, there has been little difference between the rates of acute hepatitis A among white non-Hispanics and black non-Hispanics. The 2011 rates for these groups were 0. 29 and 0. 27 cases per 100,000 population, respectively. Acute Hepatitis B In 2011, the rate of acute hepatitis B was highest for Black non-Hispanics (1. 4 cases per 100,000 population). Acute Hepatitis C During 2002–2010, the incidence rate of acute hepatitis C remained below 0. 5 cases per 100,000. The rate of hepatitis C among Black non-Hispanics increased 27. 3% (to 0. 14 case per 100,000 population in 2011). More Information: ?VIRAL HEPATITIS TOPIC SITE ?SURVEILLANCE REPORT FOR VIRAL HEPATITIS Tuberculosis (TB) In 2010, 84% of all reported TB cases occurred in racial and ethnic minorities. Non- Hispanic blacks or African Americans accounted for 24% of TB cases in 2010. African Americans make up approximately 14% of the U. S. population, but accounted for 40% of TB cases in U. S. -born persons. Overall, 11,182 TB cases were reported to CDC from the 50 states and the District of Columbia in 2010.

Barriers for Parent Engagement in Childcare Services

Barriers for Parent Engagement in Childcare Services Critically discuss the barriers that parents may face in engaging with one area of the children’s services. What role can practitioners play in overcoming some of these barriers? Parents and practitioners trying to access help for children with disabilities face many barriers when engaging with children’s services. While changes have happened in society over the past number of years it can still be said that there is always room for improvement in children’s services. This TMA will focus on children with a disability and how parents and practitioners face the barriers of being heard and accessing the help available to them. While children with disabilities have been integrated into mainstream school or given the opportunity within a special need schools, parents still face barriers of the integration of multi-agencies and getting the right help and advice. Over the past few years change has come about from children with special needs been hidden away to now being integrated into mainstream education or special need schools. This has developed as a result of the implantation of new laws and legislation to protect child’s rights e.g. children’s NI order (1995), Education Act (2011), and also the present Ten year strategy for children and young people in Northern Ireland 2006-2016. While this has brought about significant change and better quality of education for special needs children it can be critically argued that parents still face many barriers within the education system. Ashley Walter (2014) identified that children with disabilities have more unmet health needs. This was further seen more from children of rural areas. Parents are not only having to coping with the additional needs of their child’s disability, but also the barriers of seeking help and being heard for their child to receive the right education . As a foster parents for a disabled child I can refer to these parents as I too found the barriers of known what services was available as information is limited. Lambing (2009) supports these parents when his studies identified that parents face the barriers of not knowing how the system works and the support available to access for their child’s needs. It can also be equally argued that parents themselves set the barrier to engage with the services. This may be a result of not coming to terms with their child’s disability being in denial or that they feel ashamed of not being able to cope. I was inspired by the research of Brodhurst (2003) which shows that parents of disabled children have a social barrier in engaging in services. Chin and Philip (2004) support this when talking about Cultural capital, on how parents from different social strata define how their child is raised. It can be seen how parent’s aspirations can influence barriers as they can higher expectations for their child than they are capable of. This is when the role of the practitioner plays an important role to overcoming these barriers. Parents need the support in knowing that there is something wrong as well as learning that engaging with different services will overcome barriers. The integration of children’s services has been set up to reach out to these parents. Guaralnick J M talks about early intervention and its importance to both the child and their family. The development of Sure Start is seen as a crucial early year services. They provide an invaluable network of support and guidance to help overcome some of the integration barriers parents’ face. Cohan (2005) sees that while services change and multi-agencies work together, so too does the relationship with the child change. Parents are therefore faced with the new barriers of how the child will intergraded into this system. This is supported by the research reported in the Journal of developmental and behavioural paediatrics, where parents and providers both perspective in barriers where children with disabilities are unable to integrate into the system due to their complex needs of coping with change and new facilities. It can be critically argued that our system tends to fit the child into the services rather than the service into the child. Can appointments not be carried out in the home or school environment? Has the child condition been taken into consideration especially a child who can’t cope with new places or people? These are some of the many questions and barriers that parents face. As service providers it can critically be said that we have a tendency to l ook at what we think is best for the child rather than listening to child themselves. As a foster parent I too faced these barriers as the child I cared for found difficult is coping with change. When attending appointments it caused stress and anxiety given the many barriers to overcome. Child A had the difficulties of dealing with not only the new surrounding but also the different faces and assessments needs. Then there are the barriers of waiting on decisions. I can say that I found it hard to know the outcomes and faced the barriers of frustration in not knowing what is happen and how Child A needs were being met. It is important as services providers to remember while all areas of development are interlinked each child is an individual. Like Young C talked about in video clip three learning guide 17.2 while the contributing of information is important we have to consider how we gather this information as it can be seen an innovation when professional visit the setting within s hort period to carry out similar assessments. This is the same for parents attending numerous appointments as it becomes frustrating to getting the same feedback and not answers to the services their child needs. Turner (2003) research I feel is important as he talked about the importance for the child’s welfare of having numerous agencies while at the same time having the support of a co-ordinator known as a Key worker to work on their behalf to reduce stress. These methods would help reduce some barriers and provide the support for parents during difficult periods. As stated in the Warnock Report (1978) â€Å"Parents provide valuable if not unique information for professionals who can then decide on the appropriate course of action in the ‘best interest of the child.† Parent’s participation is crucial in the ongoing development of services as they will be there for the children when professional are not. An interesting Journal came to my attention was the Facilitators and barriers for co – ordinated multi-agency services which highlighted that while there is little evidence on the effectiveness of multi-agency it has been found that barriers are reduced of collecting information, clear aims and timelines. While we talk about partnership it is argued that it evolves, grows and develops a style of attitudes and working together, it can be critically argued that this attitude constantly influences relationship within the partnership and the children needs are met. Like Savage J in Video clip 2 Learning guide 17.2 states there is no point in ‘demonising’ agencies who are viewed as not contributing; it should be recognised that they have their own objectives which need to be linked to shared objectives which need to be linked to shared objectives. While this is true the barriers both parents and schools face are of professionals not wanting to over step their role in m aking formal decisions as they don’t feel they have the authority as its beyond their job title. The key to direction of interagency work was set out as a process of consulting the children, young people, and parents using the service. It is to enables the children to comment on their needs and issues directly related to interagency service delivery. While this is the aim barriers are still faced todays parents and practitioners. While the interagency is to help relieve these barriers as a childcare practitioner working in the early years I too face the barriers of been heard. In schools practitioners also have to overcome barriers to help the child as well as building parent’s relationship. As a practitioner we need the parents support as they are the main source of vital information for the child welfare. This can be challenging when a child is unknown to have a special need and is identified within the school. While the UNCRC (1989) legislates the right for children to be educated in mainstream schools both practitioners and parents face the barriers of being heard and having the support needed to allow their children needs met. In my own setting we face the barriers of children not been assessed before school age especially children that present with autism, this therefore leads onto being declined the support needed within the setting. These barriers have an ongoing effect not only on the child but the stress parents face to being heard. Guralnick J M (1991) highlights the importance of early intervention and the benefits it has on the child’s development as well Government DFE (2012) suggesting that poor provision for children and young people with SEND, particularly those with needs such as autism and dyslexia is likely to significantly affect their quality of life. However it does not always happen in practise. In my own voluntary organisation we do not have the support of the education system as we are seen as a pre-school and not a nursery even though the difference is the title. This therefore does not enable us to have the support of early intervention to get children assessed for autism. These children are suffering and barriers are set against the pre-school in providing services and helping parents to get the best start for their child. It can be seen that while new laws and legislation has seen improvements in children’s services it can be seen that the voluntary organisation who focus on the specific needs of the child, know more about children’s needs rather than the local authorities. The voluntary organisations work hands on with parents and children taking strategic partnership forward. It therefore is important that voluntary agencies are not set barriers but be included within partnership with children. Some families will turn to smaller community group for supporting needs resulting from the mistrust of statutory organisations. Voluntary organisations are user lead in that they are focusing on the child as well as the policy. That’s why it’s important that they feed into policy rather than local authorises which don’t work hands on. The sure start organisation has had a great impact in helping parents with barriers they face. Within the organisation they have provided a service where all personal meet under the one complex reducing the barriers for parents whose children have complex needs and find change difficult to cope with. It ca n however be critically said that some organisation only reach out to rural areas and parents outside this catchment area still face the barriers. It could be therefore said that the government need to review their services and enable all users to avail of the services. Voluntary organisations like the pre-schools also need to be included in these services so barriers can be reduced and children assessed at a young age. This would not only have the nature of the partnership been redefined but so too has the concept of childhood on the role of the community strengthened. As DH 2001 research shows that power can over view the resources needed and the children’s needs. In conclusion to this ATM it can be said that Law recognises disabled children as being in need. While many parents and practitioners still face barriers to accessing services for disabled children in need, many barriers can be overcome through multi – agency support services that has a evolve to adopt a ‘holistic’ approach with the child at the centre. Voluntary organisations integrating into government and state holders are contracting these powers, drawing them into policy process would give children and parents an important role in the shaping of government and how finance is distributed. This approach is supported by Tuner (2003) in research carried out with disability and young people for the Welsh Assembly, it was clearly demonstrated that the views of the disabled people and parents was of importance. There has been and will continue a constant shifting of barriers for children, parents and practitioners within the integration of agencies, to ensuring that our children’s wellbeing’s are met. References Barriersto inclusion Joseph Rowntree Foundation Dixon SD (2010) Developmental Behavioral Pediatrics: official Journal of society. Publisher: Wolters Kluwer Health Frost N, (2008) ‘Interagency working with children and families: what works and what makes a difference’ in Collins, Foley P Rixon A (eds), Changing children’s services, The Policy Press, The open University Bristol. Guralnick M J, (1991). The Next Decade of Research on the Effectiveness of Early Intervention. Published by University of Washington Hammond L, L, (2013). Integrated services for Aboriginal children and families, New Zealand, Australasian Journal of Early Childhood, Vol. 38 Issue 1 journals.lww.com/jrnldbp/Pages/default.aspx‎ Kimberly P (2014). Barriers and Facilitators of Access to Health and Support Services for Adolescents Living with Disabilities in a Rural Area. Publisher University Honours Program. Lesack, Bearss r, Celano k, Sharp m, William G. (2014) Parent–Child Interaction Therapy and autism spectrum disorder: Adaptations with a child with severedevelopmentaldelays. Publisher: Educational Publishing Foundation. Leverett S, (2008) ‘Parenting, practice and Policy’ in Collins, Foley P Rixon A (eds), Changing children’s services, The Policy Press, The open University Bristol. Lewis J (2011) From Sure Start to childrens centres: an analysis of policy change in English early years programmes. Publishers Cambridge University Press Meghan N. MD, D. (2014) Parent and Provider Perspectives on Procedural Care for Children with Autism Spectrum Disorders. Volume 35 issue 3. Publisher: Wolters Kluwer Health Royston S Rodrigues L (2013) Breaking Barriers: How to help children’s centres reach disadvantaged families. Publishers The Children’s Society Sloper P (2004) Facilitators and barriers for coà ¢Ã¢â€š ¬Ã‚ ordinated multià ¢Ã¢â€š ¬Ã‚ agency services, Volume 30 Issue 6. Publisher: Child: care, health and development, 2004 Wiley Online Library Stone B Foley P, (2008) ‘Towards integrated working’ in Collins, Foley P Rixon A (eds), Changing children’s services, The Policy Press, The open University Bristol. www.childrenssociety.org.uk (20 April 2014) www.sagepub.com/upm-data/25240_01_cheminals_ch_01.pdf (29 April 2014) www.foundationyears.org.uk (1May 2014) KE312 Working together for children Activity 17.2 KE312 Working together for children Activity 17.3 Sinead Bartley (Sb35636) TMA5 Page 1

MERCOSUR :: Essays Papers

MERCOSUR Introduction The Sectoral Commission for MERCOSUR (COMISEC) was created on April 1, 1991 by Executive Decree No. 176/991. It is made up of:  · Government Representatives and Delegates from the Office of Planning and Budget  · Chamber of Industry of Uruguay  · National Chamber of Commerce  · Mercantile Chamber of Uruguay  · Unions (PIT/CNT)  · Rural Association of Uruguay  · Rural Federation of Uruguay  · Agrarian Cooperatives Association  · State-owned Enterprises This decree entrusts COMISEC with the following functions: a) Advise the Executive Branch as regards the adoption of internal measures aimed at the application, pursuit and evaluation of the process of regional integration. b) Coordinate and supervise the performance of the subcommittees. c) Obtain and disseminate information on integration. For its part, Decree 175/991 dated April 1, 1991, created the Inter-Ministry Committee on MERCOSUR and gave the Director of the MERCOSUR Sectoral Commission authority to do the following: a) Plan and propose, to the Inter-Ministry Committee, measures necessary for the orchestration of the internal aspects of the Common Market, paying special attention to the reconversion of economic activities and the adaptation of the country to the common market. b) Carry out the necessary surveys, and to request the corresponding technical assistance. Uruguay was the first country within MERCOSUR that developed this institutional structure - which is foreseen in the constitution - so that the different sectors involved could participate in the integration process. Some Argentine Provinces and some Brazilian States have implemented institutional mechanisms in which the presence of their own social and economic agents is participatory. Paraguay has just recently created, under the Ministry of Integration, the National Committee on Integration and has invited government representatives (ministries), business groups and unions to participate. One of the goals of COMISEC is to improve the knowledge of the productive sectors and to create mechanisms for the dissemination of information throughout the country. In sum, COMISEC is an working environment where the Uruguayan civil society can be represented in order to best pursue, understand, and disseminate, in a timely manner, the key topics that are relevant to Uruguay's future with regard to its insertion in MERCOSUR. As Uruguayans, we all have our concerns especially when we think of the size of our partners, Argentina and Brazil. However, we have already been associated with these countries for many years through preferential commercial agreements. MERCOSUR and Its Origins

Dylan Thomas :: essays research papers

Thomas’ Dying Light Dylan Marlais Thomas was born in Swansea, Wales on October 27, 1914. After leaving school, he worked briefly as a junior reporter on the South Wales Evening Post. In November of 1923 he moved to London and in December of that he published his first book, Eighteen Poems. In April 1936 he met his future wife, Caitlin Macnamara. In September 1936, his second volume of poetry, Twenty-five Poems, was released. In July 1937 Dylan and Caitlin were married and in the following year they moved to Laugharne, Wales. Their first child, Llewlyn Edouard Thomas was born in January 1939. The Map of Love, soon to be the title of a major film, was published in August and The World I Breathe was released in December.(Bookshelf ’98) In April of 1940 Portrait of the Artist as a Young Dog was published and in September Dylan began working for Strand Films, Inc. He remained with Strand through the conclusion of the Second World War. His second child Aeronwy, Byrn Thomas was born in March of 1943. Deaths and Entrances was released in 1946. Three years later his child, Colm Garan Hart Thomas, was born. In 1952 his final volume, Collected Poems, was published. In addition to the work previously mentioned, he also published many short stories, wrote filmscripts, broadcast stories, did a series lecture tours in the United States and wrote Under Milkwood, his famous play for voices.(Bookshelf ’98) During his fourth lecture tour of the United States in 1953, he collapsed in his New York hotel. He was but a few days past his 39th birthday. He died on Noovenber 9th, 1953 at St. Vincents Hospital, New York. His alcoholism was legendary and no doubt played a significant role in his demise. His Body was sent back to Laugharne, Wales, where his grave is marked by a simple wooden cross- the way he would have seen fit. In July 1994 his wife, Caitlin, died in Italy. She had spent most of her years there since his death.(Bookshelf ’98) Thomas, one of the best known poets of the mid-twentieth century, is remembered for his highly original, obscure poems, his amusing prose tales and plays, and his turbulent, highly-publicized personal life. He was widely recognized for his powerful poetry readings of BBC radio. He became a very popular public figure. Thomas was a man with a very Keatsian style and manner.

The Curious Incident of the Dog in the Nighttime

The Curious Incident of the Dog in the Nighttime is a 2003 novel written by the British author Mark Haddon. It won the 2003 Whitbread Book of the Year, and the Commonwealth Writers’’ Prize for best first book. Christopher, fifteen-year-old boy with behavioral problems, lives with his father in Swindon, England. His mother has been dead for over 2 years. He discovers the dead body of Wellington, the neighbor’s dog, speared by a garden fork, and Christopher decides to write a mystery murder novel about the dog. One day his father found the book and hide it from him, and when Christopher goes for a search he finds a bunch of letters directed to him from his mother. With the letters he realizes that his mom is not dead and she had left them. His dad confesses that he was the one who had killed the dog, and because of that Christopher left his house with the fear of being killed by his dad, he goes to London to find his mother. After reunited with his mother they return to Swindon, where he takes his A-level exam and get an A grade. The book ends with Christopher optimistic about his future, having solved the mystery of the murdered dog, gone to London on his own, found his mother, written a book, and achieved an A in his A-level math’s exam. The book takes part in England; only two different cities were visited, London and Swindon. The book starts in Swindon, where Christopher lives with his father, the same places were he finds the dead dog and stars his murder mystery novel. When Christopher finds out that her mother was living in London and that she was not dead he was very confused: â€Å"Mother had never lived in London† (98) that was when he just read the first letter and did not knew what to think. That is why he goes to London. The time of the book is in the end of the 20th century and we are able to know because of the dates inside the letters. However in my opinion the setting is not very important in this book. The main character of the story is Christopher and he is the one telling the story. â€Å"My name is Christopher John Francis Boone. I know all the countries of the world and their capital cities and every prime number up to 7,057† (2). He is a very interesting character; he has Asperger Syndrome, which is a type of autism. Because of that it is very difficult to find out what he is thinking, however the author is able to interpret it very good. There are many other characters in the story but in my opinion the next most important is his father. He treats Christopher really nice, even though his syndrome. He is a very good father but he sometimes looses his patience and reacts explosively. In the other hand Christopher’s mother is another important part of the story, but she appears later on in the book. She is a good mother, loving Christopher very much, but she thinks that she is not, that is the reason she fled. The style in the book is very important, because there was a lot of effort in the writing. He interprets the point of view of the autistic boy very precise. â€Å"Haddon worked with autistic individuals† (0) making its work with a deep meaning and very accurate to a real autistic boy. More over the book is written in 1st person from beginning to end: â€Å"It was seven minutes after midnight. † (1) Evidence about it being written in 1st person. The main idea of the book is to create and accurate point of view of the life of a boy with Asperger syndrome. Haddon is able to do it; he was able to do a very deep search into the mind of an autistic boy by studying them and working with them personally. The moral of the story is that people with Asperger syndrome are normal, even though they look different. They have feelings and they are very smart, the difference is that they have really bad social skills and have problems connecting ideas and a several behavioral problems: â€Å"These are some of my behavioral problems A) No talking to people for a long time F) smashing things when I am angry or confused O) hitting other people† (47) Christopher talking about his behavioral problems, it is very curious how he has them very clearly in his mind but keeps doing them. The idea of the book is very important and is well interpreted, creating a clear view of it and the moral. The Curious Incident of the Dog in the Night-time is a very interesting novel, filled with exciting changes in the story and a unexpected end. However I thought it was very slow at the beginning and the middle, making it a little boring in some chapters. Haddon does interpret amazingly the mind of an autistic boy, which in my opinion is one of the best parts of the book. It is very easy to read and that makes it good for bad readers. In an overall view I did like this book and would recommend it to others.